M etacognition

Objectives
Explain metacognition in your own words.

Apply metacognitive strategies in your

own quest for learning as a novice or an
expert learner.
METACOGNITION
is the analysis of one’s own learning or
thinking (how you study and learn)

thinking about thinking or learning how to

learn

consists of metacognitive knowledge and

metacognitive experiences or regulation
METACOGNITIVE
KNOWLEDGE

refers to acquired knowledge about

cognitive processes, knowledge that
can be used to control cognitive
processes.
3 Categories of
metacognitive knowledge
PERSON VARIABLES

TASK VARIABLES

STRATEGY VARIABLES
PERSON VARIABLES

- this includes how one views himself

as a learner and a thinker
TASK VARIABLES

includes knowledge about the

nature of task as well as type of
processing demands that it will place
upon the individual.
STRATEGY VARIABLES

involves awareness of the strategy

you are using to learn a topic and
evaluating whether this strategy is
effective
STRATEGY VARIABLES

is the awareness of
specific strategies
so that you can
Meta-attention keep your attention
focused on the
topic or task at
hand.
STRATEGY VARIABLES

is your awareness of
memory strategies
Meta-memory that work best for
you
Practice of Metacognition
Knowing the limits of one’s own learning and
memory capacities
Knowing what learning tasks one can
realistically accomplish within a certain
amount of time
Knowing which learning strategies are
effective and which are not
Planning an approach to a learning task that
is likely to be successfully
Practice of Metacognition
Using effective learning strategies to process
and learn new material
Monitoring one’s own knowledge and
comprehension
Using effective strategies for retrieval of
previously stored information.

Knowledge is said to be metacognitive if it is

keenly used in a purposeful manner to ensure
that a goal is met.
Metacognition includes the ability to ask and
answer the following questions (Huitt)
What do I know about this subject, topic, issue?

Do I know what I need to know?

Do I know where I can go to get some

information, knowledge?
How much time will I need to learn this?
What are some strategies and tactics that I can
use to learn this?
Metacognition includes the ability to ask and
answer the following questions (Huitt)

Did I understand what I just heard, read or saw?

How will I know if I am learning at an

appropriate rate?

How can I spot an error if I make one?

How should I revise my plan if it is not working to
my expectations/satisfactions?
 Metacognitive Strategies to
Facilitate Learning

Have students Teach students

monitor their study or
own learning learning
and thinking. strategies.
 Metacognitive Strategies

T Q L R
P Q 4 R
to Facilitate Learning
 LISTEN

T Q L R
TUNE IN REMEMBER
QUESTION
 READ
RECITE

P Q 4 R
PREVIEW REVIEW
QUESTION REFLECT
 Metacognitive Strategies to Facilitate
Learning

Have students make predictions about

information to be presented next based on
what they have read.

Have students relate ideas to existing

knowledge structures.
 Metacognitive Strategies to Facilitate
Learning

Have students develop questions.

Help students to know when to ask for help.

Show students how to transfer knowledge,

attitudes, values, skills to other situations or tasks.
N OVICE
and
E XPERT
learners
 Aspect of Novice Learners Expert Learners
Learning
Knowledge in •Have limited knowledge in the •Have deeper knowledge in
different subject different subject areas different subject areas because
areas they look for interrelationships in the
things they learn
Problem solving •Satisfied at just scratching the •First try to understand the problem,
surface; hurriedly gives a solution look for boundaries, and create a
to the problem mental picture of the problem

Learning/thinking •Employ rigid strategies that may •Design new strategies that would
strategies not be appropriate to the task at be appropriate to the task at hand
hand

Selectivity in •Attempt to process all •Select important information to

processing information they receive process; able to break down
information to manageable chunks

Production of •Do not examine the quality of •Check their errors and redirect
output their work, nor stop to make their efforts to maintain quality
revisions output